For the purposes of the research, we developed a concept of structural
reasons that we theoretically assume appear as typical structural reasons
for violence in schools. With empirical research, we determined
how primary school teachers recognise violent behaviour and how they
execute moral education in the areas of the specific structural reasons
for violence. We found that the majority of teachers have appropriate
pedagogical knowledge to recognise the specific structural reasons for
violence and are able to identify the appropriate moral education or support
strategy to address the identified violent or disruptive behaviour.
However, even in cases of repeating acts of violence, teachers only begin
to engage with the factors or reasons behind violent incidents in individual
cases, and not systematically. We therefore suggest that schools introduce
the systematic differentiation of structural reasons for violence
and incorporate this approach in the school moral education plan and
the work of teachers. Within such frameworks, violence and disruptive
behaviour would be eliminated through moral education and/or support
strategies appropriate to the specific structural reasons.
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